1 / 52

Leaving Certificate Applied

Leaving Certificate Applied. Religious Education. Modules . There are four modules Module 1: Looking In Module 2: Our Religious Story Module 3: A Living Faith Module 4: World Religions. Sequence of modules.

carrie
Download Presentation

Leaving Certificate Applied

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Leaving Certificate Applied Religious Education

  2. Modules There are four modules • Module 1: Looking In • Module 2: Our Religious Story • Module 3: A Living Faith • Module 4: World Religions

  3. Sequence of modules • One, two, three or all four of these modules may be taken as elective modules. • Module one “Looking In” is core to the course and must be taken first. • After module one the remaining modules may be covered in any order.

  4. Module 1: Looking In • This module presents students with the opportunity to reflect on their present position in relation to issues of religion, faith, prayer and ritual. It also encourages participation in liturgical celebrations

  5. Module 1: Looking in • Unit 1 Religion • Unit 2 Belief • Unit 3 Images of God • Unit 4 Prayer • Unit 5 Ritual • Unit 6 Liturgical Celebration

  6. Module 1/Unit 1: Religion The students will be able to: 1. define what is meant by "religion" 2. outline the beliefs and practices of people in Ireland today 3. compare and contrast the results of an investigation 4. state their own position in relation to the results of an investigation

  7. Sample strategies • Undertake a survey e.g. "What is religion?" Students interview their friends, family and neighbours. • Presentation of findings to other RE classes • Students investigate how important moments in life are celebrated? How are these moments celebrated in different religions

  8. Unit 2: Belief The student will be able to: • identify key features of adolescent faith • participate in or observe a prayer service using the class creed • compare and contrast childhood faith with adolescent faith • List the stages of faith development • articulate their present faith position.

  9. Sample Strategies • Brainstorm on ‘What do I believe?’ • Class poster illustrating students’ beliefs • Visitors to the classroom e.g. Chaplain, local Religious • Compose class creed • Students discuss significant faith moments and illustrate using a life-line or signpost

  10. Unit 3: Images of God 1. The student will be able to: identify their present image of God and compare it with possible childhood images 2. compare and contrast the images of God found in ancient religions, world religions and modern culture 3. discuss the effects of these images on growth in faith

  11. Unit 3: Continued 4. say which image they are most comfortable with and why or 5. give reasons why they have no image of God 6. List secular/non religious answers to the meaning of life 7. List occasions when young people may feel particularly close to God 8. Outline the views of two major Religious traditions on suffering and evil 9. Identify signs of hope in our world today

  12. Sample strategies • Bring in their favourite song and explain imagery • Newspaper exercise. Indentify Images of God in our world today. • Make a cross (link with woodwork) and paste newspaper images representing crucifixion in our world today e.g. Afghanistan • Draw a giant butterfly on card and prepare collage of resurrection/new life images

  13. Unit 4: Prayer • The student will be able to: • Discuss why, how, when and where people pray • Participate in or observe different forms of prayer and give an account of their observations

  14. Sample Strategies • Survey on ‘prayer’ among peers, family and wider community • Prayers students learned as children and where? • Prayer in times of worry, sadness and happiness • Class bring in a range of religious objects and symbols relevant to their faith and explain their significance • Prayers for funeral, baptism and weddings • Class visit e.g. mosque

  15. Unit 5: Ritual The student will be able to • explain and contrast types of ritual and discuss their meaning • distinguish between religious and secular ritual • describe ritual in religion • give examples of the significance of religious ritual for believers.

  16. Sample Strategies • Brainstorm what happens on Christmas eve in student’s home (rituals) • Discuss the importance of ritual • Visit to local Holy site • Internet search on places of pilgrimage and associated rituals • Explore rituals of blessings e.g. Holy water, chrism

  17. Unit 6: Liturgical Celebration The student will be able to: • Participate in or observe different types of liturgical celebration

  18. Sample Strategies • Musical meditation, silent reflection, liturgical dance, scripture drama, service of light, penitential service, Eucharistic service • Prepare school liturgy e.g. Christmas, Graduation • Lint with woodwork teacher and make symbols for display on Jesse tree.

  19. Module 1: Key Assignments. Looking In 1. I conducted a survey on Religion among my friends/family. I analysed the results and reported on them 2.I have prepared a report on an out-of-school link that I made during this module 3.I made a presentation/prepared a report on the class creed as decided by the class group 4.I recorded the learning from this module in my religion journal.

  20. Module 2: Our Religious Story • This module encourages students to explore religious stories. It asks them to become aware of the power of stories to portray deeper truths about the human condition and the spiritual search for meaning. The module tracks the link between tradition and present day faith in action, while providing students with an opportunity for active participation in, or observation of, their own communities.

  21. Module 2: Units Unit 1: Religion and Story Unit 2: Religious Communities and Ecumenism Unit 3: Religion and the Local Community Unit 4: Faith in Action Unit 5: The Story of Living Faith Unit 6: Religion and the Media

  22. Unit 1: Religion and Story The student will be able to: 1. explain the power of story to communicate a truth on many levels 2. recall stories of faithful people in sacred texts 3. examine our history for traces of the sacred in our Celtic past 4. compare and contrast religion in Ireland today with Ireland 50 years ago.

  23. Sample Strategies • Explore the concept of story using DVDs (e.g. Disney movies) • Using circle time students tell a story from Sacred text. • Explain myth and symbolism in Narnia • Begin each class with a parable and have the students illustrate the meaning

  24. Unit 2: Religious Communities, Inter -Faith Dialogue and Ecumenism The student will be able to: 1. identify religious groups in Ireland 2. give examples of leaders of religious groups in Ireland 3. explain the/similarities and differences between these religious communities 4. explain ecumenism.

  25. Sample Strategies • Facilitate class discussion on the value/importance/need for ecumenism. • Design a poster promoting inter-faith dialogue and ecumenism. • Invite people engaged in the promotion of inter-faith dialogue or ecumenism to discuss these issues with the class.

  26. Unit 3: Religion and the Local Community The Student will be able to: • Research the history of a local community of worship • List the support groups operating within the community • Evaluate the contribution of religious groups or congregations in their local community

  27. Sample Strategies • Research on local place of worship (visit, internet, visitor e.g. local historian, library) The following should be included: • History • Local Saints etc • Religious organisation e.g. V de P • Support group e.g. marriage guidance • Contribution of religious groups e.g. education

  28. Unit 4: Faith in Action The student will be able to: 1. identify key religious figures 2. explain the commitment and motivation of these figures 3. recognise a lived faith in community 4. suggest possibilities for faith in action.

  29. Sample Strategies • Pair work on Religious figures e.g. Gandhi, The Dalar Lama, Mother Theresa • Explore commitment and motivation of these figures. • Develop ideas on active involvement of young people.

  30. Unit 5: The Story of Living Faith Option One (Older People) The Student will be able to: • be aware of the elderly around them • respect the chosen lifestyle and beliefs of the elderly • be aware of possible difficulties facing the elderly • identify how respect for the elderly is seen in a number of religious traditions

  31. Unit 4 Option 2 (people with disabilities) The student will be able to: • Recognise different types of disability • Recognise the rights of disabled people in our community

  32. Unit 5 Option 3 (Working with homeless people) The student will be able to: • Identify the different causes of homelessness • Recognise the rights of homeless people

  33. Sample Strategies • students carry out a community action for the elderly, people with disabilities or homeless people e.g. • organise party for the old people • guest speaker from an agency supporting people with disabilities • carry out an awareness campaign

  34. Unit 6: Religion and the Media The student will be able to: • Analyse the treatment of religion and moral issues in the media • Identify different types of religious programmes • Identify any bias, prejudice or hidden agenda where such exists

  35. Sample Strategies • Survey the ‘God slot’ on TV, radio programmes, print media. Present findings. • Examine the lyrics of popular music • Identify trends in the way that religion is treated in the media

  36. Key Assignments Module 2: Our Religious Story • I produced a storybook of favourite stories from Sacred Text with my class/group • I took part in/observed a faith in action project in my local community and reported on it • I surveyed religious sites on the internet/programmes on TV or radio/articles from newspapers or magazines etc. and commented on their frequency, content, presentation, target audience etc. • I kept a journal for the duration of the module and recorded my own thoughts, feelings and experiences.

  37. Module 3: A Living Faith • This module follows a thematic approach. It focuses on sets of moral issues and asks students to explore religious teachings in relation to them. The views and values of the students are juxtaposed with the moral visions of two religious traditions on the issue. Students will be asked to explore moral dilemmas and observe or participate in a religious service relevant to the issue under examination.

  38. Module 3: A Living Faith Themes • Life Issues • Relationship Issues • Justice and Peace • Morality in the Workplace.

  39. Life Issues • Sanctity of human life • Respect for persons, physical/sexual abuse. stereotyping • Abortion • Suicide • Family planning • Euthanasia • Birth Technologies • Violence • War • Terrorism • Capital punishment. • Drugs/alcohol/smoking.

  40. Relationship Issues • Human relationships • Sexuality • Family planning • Marriage • Divorce • Sexual orientation • Aids • Rape • Sexual abuse • Pornography.

  41. Justice and Peace • Human dignity and equality • Global solidarity • Social justice • Discrimination • Civil Rights • Homelessness • Poverty in Ireland and the Third World • Distribution of wealth • Institutional structures • Personal experience of being wronged • Human Rights • Peacemaking • Social teaching of the Churches.

  42. Morality in the workplace • Why work? • Work and a job • Work and young people • Values and work • Rights/responsibilities of the worker • Rights/responsibilities of the employer • Women’s work/Men’s work • Work and technology • Work and the environment • Work and leisure • Unemployment • Honesty • Fraud • Trade Unions.

  43. Sample Strategies • Choose 4 issues from each theme relevant to students’ needs and interests. • Examine the current reality of each issue in society today using vox pop • Class discussion: what do we think? • Explore the issue in two religious traditions (visitor, Internet) • Use case studies on moral dilemmas

  44. Key Assignments: Module 3 A Living Faith • I participated in or observed a religious service on a moral theme and reported on it to my class/group • I surveyed people in my local area on their attitudes to one moral issue that I have studied • I made a presentation on the religious perspective of two religious traditions I have studied • I kept a journal for the duration of the module and recorded my own experience, thoughts and feelings

  45. Module 4 This module promotes an in-depth exploration of world religions. It focuses on common features while drawing attention to the unique characteristics of the tradition under consideration. The value of diversity in religious traditions is stressed.

  46. Module 4: World Religions • Unit 1: Buddhism • Unit 2: Christianity • Unit 3: Hinduism • Unit 4: Islam • Unit 5: Judaism Any three of the above religions/denominations to be studied separately. • Unit 6: New Religious Movements.

  47. Unit 1-5: Learning Outcomes In the case of 3 world religions/denominations, the student will be able to: 1. discuss the history 2. list the key beliefs 3. summarise the life story of key figures 4. name some sacred texts and writings 5. be able to discuss some of the major ethical teachings 6. identify rites of passage 7. explain the similarities and differences between sub-groups within the religion

  48. Learning outcomes continued 8. outline the major ways of holiness 9. define the role of women 10. discuss current issues 11. participate in a group activity which will describe the main facets of the religion 12. Compare the similarities and differences between the world religions 13. Describe prayer and celebration in world religions

  49. Sample Strategies • Students prepare a learning centre (wall display with pictures, symbols, diagrams etc) • Liturgy celebration of music and prayer • An information booklet • Power point presentation • Visits out/visitors in

  50. Unit 6: New Religious Movements The student will able to: • Name some new religious movements • Discuss the key beliefs • Identify the targeted followers • participate in the planning and organisation of a class activity on world religions

More Related